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TABLE
OF CONTENT
Title Page
Table of Content
Abstract
CHAPTER ONE : INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Research Questions
1.4 Research Hypothesis
1.5 Objectives of the study
1.6 Significance of the Study
1.7 Scope and Delimitation of
the Study
1.8 Abbreviations
References
CHAPTER TWO : REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Concept of Motivation and
Job Satisfaction
2.3 Theories of Motivation
2.3.1 Need Theory
2.3.2 Two–Factor Theory of
Motivation
2.3.3 Expectancy Theory
2.3.4 Affect theory
2.4 Relationship between
Motivation and Job Satisfaction
2.5 Application of Motivation
Theories to Staff Performance
2.6 Motivation and Staff
Performance
2.7 Effects of Motivation on
Employee Performance
2.8 The Determinants of Job
Satisfaction
2.9 Teacher–Librarians
2.9.1 Teacher Librarians‟ Job
Satisfaction
2.10 Strategies of Employee
Motivation
2.11 Summary of the Review
References
CHAPTER THREE : RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Validity of the Instrument
3.5 Reliability of the
Instrument
3.6 Procedure for Data
Collection
3.7 Procedure for Data
Analysis
References
CHAPTER FOUR : DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Response Rate
4.3 Socio-Demographic
Characteristics of Respondents
4.3.1 Demographic Information
4.3.2 Gender
4.3.3 Marital Status
4.3.4 Job Description
4.3.5 Educational Qualifications
4.3.6 Years of Experience
4.4 Analysis Based on the
Research Questions
4.5 Test of Hypothesis
References
CHAPTER FIVE : SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the Study
5.3 Summary of Major Findings
of the Study
5.4 Conclusion
5.5. Recommendations
5.6 Suggestions for Further
Studies
References
Appendices
ABSTRACT
This study investigated the effects of motivation on job
satisfaction of teacher librarians in the Federal Capital Territory (FCT). The
study employed Hertzberg’s Theory as a framework for evaluating motivation and
job satisfaction of teacher librarians in FCT. The entire population of teacher
librarians from all secondary schools within the FCT was used. The population
consisted of 164 teacher librarians, 80 from government schools and 84 from the
private schools. Two (2) research questions were formulated to guide the
researcher. Both were analyzed using simple percentages, represented on tables
and graphically illustrated. In the same vein, one (1) hypothesis was also
formulated to guide the researcher. The use of survey method was adopted in
carrying out this study. The instrument used for the study was the
questionnaire method which was divided into three sections. Section 1 dealt
with social demographic data, section 2 dealt with information on motivational
packages while section 3 sampled for information items on factors of job
satisfaction. Responses on the questionnaire were in line with five point
Likert scale type rating scale and analyzed descriptively. Data collected were
statistically analyzed using SPSS package and tables with graphic
illustrations. The result of the study revealed that teacher librarians are
satisfied with the motivational facilities provided within the schools.
However, the findings also revealed that teacher librarians were not motivated
with the areas of sponsorship and the incentives provided. Similarly, the
teacher librarian also indicated high level of job satisfaction with personnel
interaction, in the area of institution and environmental factors as well as
interpersonal relationship, there was however, no significant relationship
between motivation and job satisfaction of teacher librarian within the FCT. It
was recommended that the application of motivational factors for enhancing
teacher librarian performance in the secondary school should be increased and
sustained since it was found to increase their level of job satisfaction in
this study among other recommendations.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
The elementary
school years are of considerable consequence for shaping achievement of
children (Okebukola & Owolabi 2008). Children at this level experience
learning far more with printed books. It is within the formative years that
children can be easily motivated to learn. At the secondary school level,
instruction specifically places more emphasis on learning content in academic
subject areas. It is therefore imperative to develop both the skill and the
will to read for students to develop into mature and effective readers to be
able to cope with advanced reading and scientific skills required at the
secondary school level. Several scholars have contributed greatly to literature
on matters pertaining to African students and literacy. Their recommendations
are for better teachers, better textbooks, smaller classes, reformed curricula,
better teacher remuneration, new political visions or changed attitudes (Abel
2003; Okebukola 2008; Warwick, 1999). As noted by Warwick (1999), all of these
solutions have their place but most are impractical in the short run. They cost
too much or they depend on social or political change, which will take
generations to bring out. Nigerians need practical solutions and research
continues to play a contributory role, since the problem still persists.
To find a possible
solution to the problem, there is a need to approach the problem from the
perspective of teacher-librarian since the task of effecting this change on
children falls on them. Perhaps if they perform their duties efficiently this
problem might not have arisen in the first place. In order to increase the
literacy level of school children in FCT, teacher- librarians must be motivated
so that they are satisfied with their jobs....
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